St John's Church of England Voluntary Controlled Infants School

ST JOHN’S CE VC INFANT SCHOOL

Dates of inspection: 26 th and 27 th November 2001

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ST JOHN’S CE VC INFANT SCHOOL

Short inspection carried out under Section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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ST JOHN’S CE VC INFANT SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. St John’s CE VC Infant School - 3

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INFORMATION ABOUT THE SCHOOL

School address: High Street Glastonbury Somerset

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr George Steer

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 16 th June 1997 St John’s CE VC Infant School - 4

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Team members

11897 Mr C Parker Registered inspector 9196 Mrs L Keyworth Lay inspector 20596 Mr M Lester Team inspector

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Team members

St Mary’s Strawberry Hill Inspection Unit Waldegrave Road Strawberry Hill Twickenham, TW1 4SX

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Team members

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

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Team members

The Complaints Manager Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE St John’s CE VC Infant School - 5

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PART A: SUMMARY OF THE REPORT

Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school

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INFORMATION ABOUT THE SCHOOL

St. John’s Infant school has 211 pupils on roll aged from three to seven years. Almost all are of white UK heritage and speak English as their first language. A very small number of pupils speak other European languages but do not require additional support with English. The school serves a very diverse community with some pupils coming from families with alternative philosophies of life. The number of pupils receiving free school meals has fallen and is now below average. Overall, the proportion on the special educational needs register is broadly average; currently 35 pupils are identified but this is significantly lower than in recent years. There are no pupils with statements of special educational need. The pupils’ attainment on entry covers a very wide range of capabilities, but taken overall is broadly average.

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HOW GOOD THE SCHOOL IS

Following a period of uncertainty the new headteacher has brought stability and a commitment to improvement that is well supported by the governors, teachers and parents. The school is providing an effective education for its pupils because the teaching is good, the pupils are achieving well and the standards they attain are now above average. Consequently, the school gives good value for money.

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What the school does well

• Standards are above average and the pupils’ work is of good quality. • The teaching is good. As a result the pupils are learning effectively, making good progress and achieving well. • The curriculum is well organised, carefully planned and enhanced by a wide range of activities. • The care and welfare of the pupils’ are very good. • The new headteacher leads the teaching team very effectively.

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What could be improved

• The systems for evaluating the impact of spending decisions on the quality of education provided by the school.

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What could be improved

The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Since the school was last inspected in June 1997, it has undergone several changes. The number of pupils has fallen so that there is now one class fewer. There have also been a number of staff changes, including the appointment of a new headteacher. A new computer suite has recently been opened, significantly improving the facilities for information and communication technology.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

In spite of these changes, the school has made good progress and most of the issues raised in the last inspection report have been fully addressed. For instance, there have been significant improvements in the assessment arrangements and the pupils’ progress is now comprehensively recorded. The role of the subject managers has developed considerably and they now play a full part in the management of the school. The teaching has improved; the small amount of unsatisfactory teaching has been eradicated and the proportion of good and very good teaching has increased markedly. However, not enough has been done to evaluate the effects of the school’s expenditure, particularly in relation to the school development plan, and this remains an area where improvement is required. St John’s CE VC Infant School - 7

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 2 based on National Curriculum test results.

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Key

reading B B D E well above average above average A B writing A A C E average below average C D mathematics B A E E well below average E

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Key

By the end of the foundation stage a high proportion of the pupils achieve the early learning goals and many exceed them. They are well prepared for key stage 1 where they continue to make good progress. Over recent years, the results of the national tests have been above, and in some cases well above, average. However, in 2001 the results were not so good. The results in writing were similar to the national average, but in reading they were below average and mathematics they were well below average. When compared to similar schools they were also well below average. This significant fall in the standards being achieved was due in part to the higher than usual proportion of pupils (over 40%) on the special needs register. The threat of redundancy, staffing changes and a generally unsettled period for the school also had a considerable impact on the provision for year 2 pupils and the standards they attained.

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Key

The new headteacher has stabilised the situation by appointing experienced teachers, and as a result the school is back on course. There are clear and appropriate targets for improvement. The inspection findings indicate that the standards in English, mathematics and science are now above average. Moreover, standards in art and design are well above average. There is a great deal of high quality artwork attractively displayed around the school. The new information technology facilities are enabling the pupils to make rapid progress and they are now displaying skills that exceed expectations for their ages. Overall, the pupils are achieving well.

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Aspect Comment

Attitudes to the school Most of the pupils have positive attitudes to learning. They listen carefully and are keen to respond to their teachers’ questions.

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Aspect Comment

Behaviour, in and out of classrooms Most of the pupils behave very well. The few whose behaviour is unsettled are generally well managed by their teachers and the teaching assistants.

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Aspect Comment

Personal development and relationships Relationships are good throughout the school. The pupils enjoy taking responsibility and work well together in pairs and small groups.

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Aspect Comment

Attendance Although attendance was below average last year, it was considerably better than the previous year. This year the improvement is being maintained because the school is continuing to encourage regular and punctual attendance. St John’s CE VC Infant School - 8

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Teaching of pupils in: Nursery and Reception Years 1 – 2 Years 3 – 6

Quality of teaching Good Good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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Teaching of pupils in: Nursery and Reception Years 1 – 2 Years 3 – 6

The teaching is good overall. In the lessons seen, it was always at least satisfactory, and mostly good; in over a third of lessons it was very good. The teachers plan their lessons very thoroughly and engage the pupils purposefully by using good questioning techniques. The skills of literacy and numeracy are well taught through good direct teaching and a range of interesting and often challenging activities. As a result, the pupils learn effectively.

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Teaching of pupils in: Nursery and Reception Years 1 – 2 Years 3 – 6

The pupils on the special educational needs register are well supported and fully integrated into all lessons. The teachers modify the tasks to meet their needs. Equally, they extend the tasks to provide greater challenge for the more able pupils. The teaching assistants are thoughtfully deployed to provide good support for the pupils and their teachers.

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Aspect Comment

The quality and range of the curriculum The curriculum is thoroughly and carefully planned to take account of all of the requirements for the foundation stage and the national curriculum.

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Aspect Comment

Provision for pupils with special educational needs The school makes good provision for pupils on the special needs register. They are well supported by the teachers and the teaching assistants.

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Aspect Comment

Provision for pupils with English as an additional language The very small number of pupils who speak English as an additional language do not require additional support in this area.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development The pupils’ spiritual development is enhanced through activities in lessons such as art and music. The introduction of ‘weeks’ which focus on, for example, arts or Africa make a consider contribution to the pupils’ cultural development. They are also involved in a wide range of activities intended to extend their moral and social development. The school is strongly committed to the personal development of the pupils.

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Aspect Comment

How well the school cares for its pupils The care and welfare of the pupils’ is very good. Arrangements for child protection and for ensuring the health and safety of pupils are very well documented.

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Aspect Comment

The parents appreciate the new head teacher’s efforts to involve them in all aspects of school life. Those who attended the pre-inspection meeting and most of those who responded to the questionnaire were very pleased with the work of the school. Some parents are now running lunchtime clubs in conjunction with the teachers. These clubs provide a good range of activities that extend and enhance the formal curriculum.

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Aspect Comment

The monitoring of the pupils’ progress and personal development is very good. Detailed records are kept and pupils are set individual targets. St John’s CE VC Infant School - 9

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Aspect Comment

Leadership and management by the headteacher and other key staff The new headteacher leads the teaching team very effectively. She has established very positive relationships with all sections of the school community. The subject managers now have clear roles and responsibilities and as a result contribute fully to the management of the school.

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Aspect Comment

How well the governors fulfil their responsibilities The governors fulfil their responsibilities and are playing an increasing role in moving the school forward. They are well informed and are monitoring the work of school effectively. However, they are not yet systematically evaluating the impact of their spending decisions on either the provision for the pupils or the standards that they attain

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Aspect Comment

The school’s evaluation of its performance The senior management team is making increasingly effective use of the available performance data. The national test results are thoroughly analysed and areas for improvement are clearly identified.

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Aspect Comment

The strategic use of resources The school makes good use of its available resources. The subject manager co- ordinate the acquisition of learning resources efficiently.

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Aspect Comment

The new headteacher has set out to develop a consultative style of leadership. This is greatly appreciated by the teachers who feel their contributions to school development are valued. Consequently a strong teaching team is emerging following a period of uncertainty for the school. The governors have fostered the change in leadership style and are benefiting from greater involvement. The parents, too, value the opportunities to present their views on issues which affect the school.

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Aspect Comment

The governors make good use of performance data to draw comparisons with other schools. They also seek to ensure that the funds they have available are used well, for example, in setting up the new computer room.

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What pleases parents most What parents would like to see improved

• The good progress made by the pupils. • The good teaching and the care the teachers show for the pupils. • The good relationships within the school and between parent and the school. • The positive impact of the new headteacher and her wish to fully involve parents in the life of the school. • The range of activities outside lessons.

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What pleases parents most What parents would like to see improved

The inspectors agree with the many positive comments made by the parents. The arrangements for activities outside lessons are currently good because they involve all of the pupils who wish to participate. However, the school is seeking to broaden the range of activities on offer. St John’s CE VC Infant School - 10

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WHAT THE SCHOOL DOES WELL

Standards are above average and the pupils’ work is of good quality.

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WHAT THE SCHOOL DOES WELL

1. The pupils’ attainment on entry covers a very wide range of capabilities but taken overall is broadly average. In the nursery they are well supported across all areas of learning. In mathematics, for example, they are learning to sequence numbers from one to five and to recognise and name shapes such as circles, squares and triangles. These basic skills are also well developed through creative activities so when they are singing the teacher introduces songs such as, ‘Peter plays with five hammers’ to reinforce their learning. The secure start the pupils are given in the nursery is built on effectively in the reception classes so that their confidence with numbers is extended to twenty and beyond. They count forward and backwards reliably, and many display a clear understanding of terms such as ‘more’ and ‘less’. The pupils’ literacy skills are also developing well. Many recognise words and phrases

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WHAT THE SCHOOL DOES WELL

and join in telling familiar stories. They are able to retell a story putting the main events in the right sequence. In all lessons, the teachers encourage the pupils to listen carefully and speak confidently. By the end of the foundation stage, a high proportion of the pupils achieve the early learning goals and many exceed them. They are well prepared for key stage 1 where they continue to make good progress.

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WHAT THE SCHOOL DOES WELL

2. Over recent years, the results of the national tests have been above and in some cases well above average. In 2000, the results in reading were above average and in writing and mathematics were well above average when compared to schools nationally and to similar schools. However, in 2001 the results were not as good. In writing, they were similar to the national average, but in reading they were below average and in mathematics well below average. Furthermore, when compared to similar schools, they were well below average in all areas. This significant fall in the standards was due in part to the higher than usual proportion of pupils (over 40%) on the special needs register. The threat of redundancy, staffing changes and a generally very unsettled period for the school also contributed to the fall in standards.

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WHAT THE SCHOOL DOES WELL

3. The new headteacher has stabilised the situation by appointing experienced teachers. Consequently, the school is back on course and the inspection findings indicate that the standards in English, mathematics and science are now above average. There are clear and appropriate targets for improvement. In English the school has placed greater emphasis on the use of non-fiction texts to improve the boys’ reading and also created a broader range of opportunities in writing. Most of the pupils speak clearly and confidently. In their writing they express themselves and many use good descriptive language. For example, one pupil wrote, ‘A fairy tale’ about ‘the enormous green dragon’ that, ‘came stomping in’. The teacher had set this child a target to use interesting descriptive words. Through this carefully focussed approach, the pupils are on course to attain the expected level and a good proportion is likely to

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WHAT THE SCHOOL DOES WELL

exceed it. Similarly, in mathematics the pupils display secure basic skills that indicate they are well on course to reach the expected level and again a good proportion is likely to achieve at higher levels.

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WHAT THE SCHOOL DOES WELL

4. Standards in art and design are well above average. There is a great deal of high quality artwork attractively displayed around the school. For example, the repeating patterns and stained glass windows that show a good use of colour, detailed observational drawings of the interior of the local church and pictures in the style of artists such Raoul Duffy and Matisse. St John’s CE VC Infant School - 11 Work of similarly high quality in history and geography is carefully displayed on the walls and in large books. Much of the work in geography relates to the local area, but illustrates very well how the pupils are able to make comparisons between their own town and a rural village. In history there are good examples of the pupils extracting evidence from old photographs about life in the past.

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WHAT THE SCHOOL DOES WELL

5. The new ICT facilities are enabling pupils to make rapid progress and enabling them to display skills that exceed the expectations for their ages. For example, they confidently log on to the network, launch programs and open files. They are also able to use a wide range of image processing tools, copy and paste their work to make attractive Christmas cards.

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WHAT THE SCHOOL DOES WELL

6. Overall, the pupils are attaining above average standards and are achieving well.

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The teaching is good. As a result the pupils are learning effectively, making good progress

7. The teaching is good overall. In the lessons observed, it was always at least satisfactory and mostly good; in over a third of lessons it was very good. The skills of literacy and numeracy are well taught through good direct teaching and a range of interesting and often challenging activities. As a result, the pupils learn effectively.

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The teaching is good. As a result the pupils are learning effectively, making good progress

8. The teaching in the nursery is good and lays a secure foundation through well prepared activities that utilise, very effectively, the good levels of adult support. The pupils benefit from a wide range of experiences that are carefully built upon in the reception classes. The pupils’ language, literacy and communication skills are constantly fostered through a wide range of activities. For instance, the teachers make effective use of puppets to motivate and interest the pupils to listen carefully. They also encourage a good degree of independence in the pupils by providing opportunities for them to make choices, and to take responsibility for tidying away at the end of lessons.

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The teaching is good. As a result the pupils are learning effectively, making good progress

9. In English, the pupils in key stage 1 are making good progress in speaking and listening because the teachers are constantly seeking to extend their vocabulary through careful questioning. The pupils’ reading and writing develop very well because the teachers focus on the acquisition of the relevant skills. The content, presentation and punctuation of the pupils’ writing all improve at a good rate as they move through the school so that a high proportion are attaining the expected level. The teachers’ marking also helps the children to improve their work and values their efforts. Consequently, their handwriting and general presentation of work is of a good standard.

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The teaching is good. As a result the pupils are learning effectively, making good progress

10. Across the curriculum, all lessons are very thoroughly planned. In mathematics, for instance, there are precise learning objectives that are made clear to the pupils at the start of the lesson. The pupils know what they are expected to learn and the teachers skilfully modify the tasks they set for all groups within the class. They are particularly adept at pitching their questions at exactly the right level for each child, for example, during the mental starter sessions. The whole-class sessions are also used productively to both reinforce and check what the pupils have learned. Most lessons have a good pace, the pupils are well managed and as a result they concentrate on their work.

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The teaching is good. As a result the pupils are learning effectively, making good progress

11. The teachers have good subject knowledge that they use effectively. This is particularly evident in their teaching of literacy and numeracy skills. They are now making good use of information technology and consequently they are developing the pupils’ skills and capabilities St John’s CE VC Infant School - 12 at a good rate. Similarly, the teaching of science is very good. In a year 2 lesson, for example, the teacher used a big bird glove puppet to set out an investigation to find the best material to make an opaque cover for his cage. The pupils responded very well to the challenge and the teacher made timely interventions to remind them about keeping the test fair.

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The teaching is good. As a result the pupils are learning effectively, making good progress

12. The pupils on the special educational needs register are well supported and fully integrated into lessons. The teachers modify tasks to meet their needs. Equally, they extend tasks to provide greater challenge for the more able pupils. The teaching assistants are thoughtfully deployed to provide good support for the pupils and their teachers.

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The teaching is good. As a result the pupils are learning effectively, making good progress

13. The pupils, throughout the school, are making good progress and achieving well because the teaching is good.

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The curriculum is well organised, carefully planned and enhanced by a wide range of

14. The foundation stage curriculum and the national curriculum requirements are covered within the comprehensive schemes of work and the long term plans which the teachers use as the basis for their lesson plans. The national literacy and numeracy strategies form the backbone of English and mathematics lessons. This comprehensive framework ensures that the pupils’ learning builds on their previous experiences as they move through the school. The teachers’ lesson plans are detailed and benefit considerably from this well organised and carefully planned framework. The above average standards and the good quality of the pupils’ work are the end result of this secure platform created by the subject managers.

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The curriculum is well organised, carefully planned and enhanced by a wide range of

15. The school organises events that are brought together under the umbrella of ‘arts’ or ‘health’ weeks. The aim of these events is to engage the pupils in creative activities that stimulate their curiosity, raise their self-esteem and increase their confidence. The inspection evidence indicates that the school is being successful in this regard. There are good photographic records of the many activities the pupils have been involved in, including for example, creating percussion compositions with the ‘Drumcrazy Percussion Orchestra,’ working with visiting authors, contemporary dance workshops and working with textile designers.

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The curriculum is well organised, carefully planned and enhanced by a wide range of

16. The school also makes good use of visits to places of interest in the immediate area of the school, for example, to the local Abbey. They have also recently visited the Rural Life Museum where they were involved in role play activities that helped them to understand what it was like to be a child in the Victorian era.

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The curriculum is well organised, carefully planned and enhanced by a wide range of

17. Currently, there are four lunchtime clubs, two for craft activities, one for singing and one for story telling. The clubs change each term, for example, computer and may pole dancing are introduced in the spring term. Each club takes 20 pupils at a time, but all pupils are able to attend in rotation. A number of parents are involved in running these clubs and those attending the parents meeting were very appreciative of this development.

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The curriculum is well organised, carefully planned and enhanced by a wide range of

18. The wide range of additional activities extends and enhances the curriculum and has a considerable benefit for the pupils.

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The curriculum is well organised, carefully planned and enhanced by a wide range of

The care and welfare of the pupils’ is very good.

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The curriculum is well organised, carefully planned and enhanced by a wide range of

19. The arrangements for child protection and for ensuring the health and safety of the pupils are very well documented. The school takes these aspects of its work very seriously and all of the St John’s CE VC Infant School - 13 teachers are aware of the procedures. All members of the teaching and non teaching staff provide a very good level of care for the pupils. The good links with parents help the teachers to ensure that the pupils are secure and confident in school. A parent of a young child who initially did not want to be left at school was very appreciative of the care and encouragement given to the child at the start of the school day to overcome this difficulty. Other parents felt that the headteacher’s positive and welcoming attitude to each pupil set the tone for the whole school. The parents at the pre-inspection meeting were very realistic about the potential for bullying and acknowledged that in recent years some parents had expressed concerns.

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The curriculum is well organised, carefully planned and enhanced by a wide range of

However, they also felt that the teachers and, in particular, the new headteacher had done a great deal to eradicate the problem by improving the whole ethos of the school.

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The curriculum is well organised, carefully planned and enhanced by a wide range of

20. The pupils’ progress and personal development are carefully monitored. When they enter the reception year, their capabilities are assessed and the information is used effectively both to set individual targets and to plan for the particular needs of the pupils. Since the last inspection, the school has developed a comprehensive range of assessment strategies and practices, the results of which are collected and recorded to build up a comprehensive picture of each pupil’s achievements and ensure they are making the progress they should.

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The curriculum is well organised, carefully planned and enhanced by a wide range of

21. The arrangements for identifying the pupils who need additional support are well established. The teachers and their assistants work well in partnership to support the pupils on the special educational needs register. In lessons, the teaching assistants often provide a good level of support that gives the pupils access to the activities in the classroom. This was very evident in a reception class lesson where a teaching assistant continually helped a pupil with special educational needs to listen to the teacher, respond appropriately, answer questions and to participate in a number of activities. Similarly in a Year 2 mathematics lesson, the teaching assistants worked with groups of pupils whilst the teacher engaged a small group of pupils who were experiencing difficulty in concentrating on the tasks that she had set.

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The curriculum is well organised, carefully planned and enhanced by a wide range of

22. The school has improved attendance levels significantly over the last two years. The new headteacher and the school secretary have carefully monitored attendance and worked with parents to encourage regular and punctual attendance. Where necessary, the family liaison officer is involved to ensure attendance. These measures have been successful in increasing attendance levels from 88 per cent in 2000 to 93 per cent in 2001. The improvement has been sustained this term.

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The curriculum is well organised, carefully planned and enhanced by a wide range of

The new headteacher leads the teaching team very effectively.

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The curriculum is well organised, carefully planned and enhanced by a wide range of

23. The school is very well led and managed by the new headteacher. She works closely with the acting deputy headteacher and has given the subject managers clear roles and responsibilities. As a result, there is a strong teamwork approach to school development and improvement.

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The curriculum is well organised, carefully planned and enhanced by a wide range of

24. The new headteacher has also set out to develop a consultative style of leadership. This is greatly appreciated by the teachers who feel their contributions not only in the classroom, but also to the management of the school are greatly valued. Consequently, a strong teaching team is emerging following a period of uncertainty for the school. The governors have fostered the change in leadership style and are benefiting from greater involvement, improved communication and a wider range of information. The parents, too, value the opportunities to present their views on issues which affect the school, such as, the funding of improvements to the swimming pool. This change in the style of school leadership has helped to establish very positive relationships with all sections of the school community. St John’s CE VC Infant School - 14 25. The senior management team is making increasingly effective use of the available

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The curriculum is well organised, carefully planned and enhanced by a wide range of

performance data. The national test results are thoroughly analysed and areas for improvement are clearly identified. The governors fulfil their responsibilities and are playing an increasing role in moving the school forward. They make good use of performance data to draw comparisons with other schools. They also seek to ensure the funds they have available are used well, for example, in setting up the new computer room they utilised the some of the balance carried forward from the last financial year. The school is well supported by the governing body.

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The curriculum is well organised, carefully planned and enhanced by a wide range of

26. The strong commitment to continuing improvement is well illustrated in the comprehensive school development plan. It contains clear actions, details of implementation, the personnel involved, the timescale, resources and criteria against which success can be judged. However, the arrangements for the evaluation of the effect of these activities are not as clear. The process of performance management is now well established and increasingly linked to the school development plan.

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The curriculum is well organised, carefully planned and enhanced by a wide range of

27. The role of the subject managers has been significantly enhanced by the new headteacher. She has implemented a programme of planned opportunities that enable them to manage and monitor their subjects. This has resulted in a review of the curriculum plan, the quality of the teachers’ planning, the teaching and the standards that the pupils achieve. The schemes of work are also being reviewed and revised to take account of the school’s use of the locality and visits to places of interest. Discussion with the subject managers reveals a strong team approach and a commitment to provide a high quality education for the pupils.

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The curriculum is well organised, carefully planned and enhanced by a wide range of

28. The school is well placed to continue to improve under the leadership of the new headteacher.

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by the school

29. The last inspection report identified the need to put into place procedures to evaluate the effectiveness of spending decisions. The governors look closely at the implications and impact of some spending decisions, for example, the recent refurbishment of the swimming pool. Nevertheless, there are no established procedures for evaluating the impact of spending against priorities within the school development plan on either the provision for or the standards attained by the pupils.

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by the school

30. The governors, headteacher and subject managers are all fully involved in monitoring all of the actions within the school development, but at present the information they gather is not used to establish whether or not the resulting improvements justify the time and money spent on them. Not enough has been done to address this issue since the last inspection.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

31. The governors, headteacher and teachers should continue to implement the school development plan, but they should pay particular attention to

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• establishing clear procedures for systematically evaluating the impact of their spending decisions on the provision for and the standards attained by the pupils. St John’s CE VC Infant School - 15 St John’s CE VC Infant School - 16

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PART C: SCHOOL DATA AND INDICATORS

Summary of the sources of evidence for the inspection

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PART C: SCHOOL DATA AND INDICATORS

Number of discussions with staff, governors, other adults and pupils 10

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PART C: SCHOOL DATA AND INDICATORS

Summary of teaching observed during the inspection

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PART C: SCHOOL DATA AND INDICATORS

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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PART C: SCHOOL DATA AND INDICATORS

The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. Care should be taken when interpreting these percentages as each lesson represents more than five percentage point.

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PART C: SCHOOL DATA AND INDICATORS

Pupils on the school’s roll Nursery YR – Y2

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils on the school’s roll (FTE for part-time pupils) 17 194

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PART C: SCHOOL DATA AND INDICATORS

Number of full-time pupils known to be eligible for free school meals 9

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PART C: SCHOOL DATA AND INDICATORS

Special educational needs Nursery YR – Y2

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils with statements of special educational needs

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils on the school’s special educational needs register 5 30

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PART C: SCHOOL DATA AND INDICATORS

English as an additional language No of pupils

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils with English as an additional language 2

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PART C: SCHOOL DATA AND INDICATORS

Pupil mobility in the last school year No of pupils

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PART C: SCHOOL DATA AND INDICATORS

Pupils who joined the school other than at the usual time of first admission 8

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PART C: SCHOOL DATA AND INDICATORS

Pupils who left the school other than at the usual time of leaving 15

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PART C: SCHOOL DATA AND INDICATORS

National comparative data 5.9 National comparative data 0.5

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PART C: SCHOOL DATA AND INDICATORS

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. St John’s CE VC Infant School - 17

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Attainment at the end of Key Stage 1 (Year 2)

Year Boys Girls Total Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2001 38 40 78

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National Curriculum Test/Task Results Reading Writing Mathematics

Boys 29 31 33 Numbers of pupils at NC level 2 and above Girls 37 37 34

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National Curriculum Test/Task Results Reading Writing Mathematics

Percentage of pupils School 85 (88) 87 (88) 86 (97) at NC level 2 or above National 84 (83) 86 (84) 91 (90)

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Teachers’ Assessments English Mathematics Science

Boys 30 34 36 Numbers of pupils at NC level 2 and above Girls 37 38 36

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Teachers’ Assessments English Mathematics Science

Percentage of pupils School 86 (92) 92 (96) 92 (96) at NC level 2 or above National 85 (84) 89 (88) 89 (88)

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Teachers’ Assessments English Mathematics Science

Percentages in brackets refer to the year before the latest reporting year. St John’s CE VC Infant School - 18 Ethnic background of pupils Exclusions in the last school year

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Teachers’ Assessments English Mathematics Science

Black – Caribbean heritage Black – Caribbean heritage

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Teachers’ Assessments English Mathematics Science

Black – African heritage Black – African heritage

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Teachers’ Assessments English Mathematics Science

Any other minority ethnic group Other minority ethnic groups

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Teachers’ Assessments English Mathematics Science

This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded.

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Teachers’ Assessments English Mathematics Science

Teachers and classes Financial information

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Teachers’ Assessments English Mathematics Science

Total number of qualified teachers (FTE) 10 Financial year 2000/01

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Teachers’ Assessments English Mathematics Science

Number of pupils per qualified teacher 21.6

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Teachers’ Assessments English Mathematics Science

Education support staff: YR – Y2 Total income 495 541

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Teachers’ Assessments English Mathematics Science

Total number of education support staff 12 Total expenditure 472 429

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Teachers’ Assessments English Mathematics Science

Total aggregate hours worked per week 137 Expenditure per pupil 1 883

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Teachers’ Assessments English Mathematics Science

Qualified teachers and support staff: nursery Balance brought forward from previous year 22 468

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Teachers’ Assessments English Mathematics Science

Total number of qualified teachers (FTE) 1 Balance carried forward to next year 45 580

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Teachers’ Assessments English Mathematics Science

Number of pupils per qualified teacher 17

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Teachers’ Assessments English Mathematics Science

Total number of education support staff 1

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Teachers’ Assessments English Mathematics Science

Total aggregate hours worked per week 33

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Teachers’ Assessments English Mathematics Science

Number of teachers who left the school during the last two years 4

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Teachers’ Assessments English Mathematics Science

Number of teachers appointed to the school during the last two years 4

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Teachers’ Assessments English Mathematics Science

Total number of vacant teaching posts (FTE) 0

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Teachers’ Assessments English Mathematics Science

Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 0

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Teachers’ Assessments English Mathematics Science

Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 0

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Teachers’ Assessments English Mathematics Science

FTE means full-time equivalent. St John’s CE VC Infant School - 19 St John’s CE VC Infant School - 20

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Percentage of responses in each category

Strongly agree Tend to agree Tend to disagree Strongly disagree Don’t know

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Percentage of responses in each category

My child is making good progress in school. 54 38 2 2 5

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Percentage of responses in each category

Behaviour in the school is good. 38 48 5 4 5

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Percentage of responses in each category

My child gets the right amount of work to do at home. 34 54 5 0 7

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 29 54 11 4 4

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 64 34 2 0 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 61 32 2 0 5

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Percentage of responses in each category

The school works closely with parents. 50 34 9 2 5

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Percentage of responses in each category

The school is well led and managed. 54 41 2 0 4

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Percentage of responses in each category

The school is helping my child become mature and responsible. 54 38 0 4 5

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 25 30 16 2 27

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